From the three-dimensional perspective of college students' school, family and themselves, explore the mechanism of the influence of proactive personality on career exploration

From the three-dimensional perspective of college students' school, family and themselves, explore the mechanism of the influence of proactive personality on career exploration | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article From the three-dimensional perspective of college students' school, family and themselves, explore the mechanism of the influence of proactive personality on career exploration Caizhi Zhang, Lei Lu, Yan Xiao, Zhou Zheng, Qiuhong Jia, Yuanxin Luo, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-2533416/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Career exploration, as the antecedent variable of college student's career choice and employment, guides for the construction of their career. Based on the theory of social cognitive career, this study explores the formation mechanism of career exploration from three aspects: personality, family and university. Through a multi-stage investigation of 980 college students from 16 colleges and universities on Chinese mainland, it is found that: (1) Proactive personality positively affects career exploration; (2) College students' self-efficacy plays a mediating role between proactive personality and career exploration; (3) Teacher support and parental support strengthen the positive effect between self-efficacy and career exploration; (4) Both teacher support and parental support positively moderate the indirect influence of proactive personality on career exploration through self-efficacy. This study tries to provide practical guidance for college students to engage in career exploration and career construction from a pluralistic perspective. Proactive personality Self-efficacy Teacher support Parental support Career exploration Figures Figure 1 Figure 2 Figure 3 Figure 4 1 Introduction Chinese education departments pay more attention to higher education, and the expansion of enrollment in universities has become a common phenomenon 1 . With this, the number of college students is increasing year by year, and the employment problem of college students is becoming more and more prominent 2 , 3 . The problem of "employment difficulty" of college students has become the focus of attention of social and research scholars. The university stage is an important period for the construction of values and life attitude, and explores the direction of career development suitable for oneself 4 . Define the future professional role 5 , Help future career success 6 . However, with the rise of the overall education and cultural level of society, the academic advantage of college students is gradually weakened in the job search 7 . At the same time, due to the impact of COVID-19 epidemic situation, the shutdown of work and production led to fierce competition between the depressed economy and jobs 8 . How to help college students actively excavate and cultivate their future workplace ability, carry out in-depth career exploration and promote career success has become an important part of higher education. Career exploration is the prerequisite for college students to carry out career planning, and it is the key link to career development 9 . Career exploration refers to the process of self-development and integration through the exploration of self and environment, the formation of exploration skills, the clarification of career goals and the realization of self-development and integration under the guidance of certain attitudes and cognition 10 . Previous studies have shown that career exploration is helpful for individuals to define their career orientation, effectively expect their future job development and job satisfaction, and promote career success 11 , 12 . Although career exploration can effectively help college students to construct their careers 13 , how to produce college students' career exploration behavior, how to promote college students' career exploration and how to improve their exploration behavior in college students' families have not been clearly clarified. Therefore, from the three aspects of college students themselves, colleges and universities and families, this study explores the way to improve career exploration behavior, and tries to make up for the research gap by focusing on career exploration from a multi-angle perspective. According to the theory of social cognitive career (Social cognitive career theory, SCCT), the career development of an individual is determined by individual differences, environmental factors and behavior. The interaction of these three factors directly affects career goals, professional values and career exploration 14 . In terms of individual differences, personality factors, especially proactive personality (Proactive Personality). The relationship between career development and career development has been paid attention to by researchers and university 15 , 16 . Proactive personality is a stable tendency for individuals to take active behavior to influence the surrounding environment 17 . This stable trait affects the way individuals act, and there are significant individual differences. The more active individuals are, the more actively they can explore themselves and their surrounding environment, the more they hope to master clear career goals, improve career maturity, and show more active exploration behavior 18 , 19 . At the same time, according to the theory of social cognitive career, the career development and behavior of college students are not only affected by their own differences, but also by the environment and behavior to which they belong 20 . The behavior of college students is mainly influenced by both colleges and families. In colleges and universities, it is mainly influenced by the support of teachers 21 . College students feel that teachers give support, which plays a positive role in promoting the attitude and behavior of college students. Teachers support to give students more encouragement and resources in life and study, reduces the deviant behavior of college students, and help them construct their career 22 . In the family, it is mainly influenced by parents. Parents' supporting behavior can effectively improve the vitality and motivation of college students when looking for a job 23 . The support in the family field will make college students feel loved and respected, and the more time and investment they have to explore career development, the more supportive resources they have 24 , 25 . Therefore, in order to make up for the research gap of focusing on career exploration from multiple perspectives, we should expand the research depth of career exploration behavior from the perspective of personal characteristics and try to alleviate social problems such as employment difficulties caused by the expansion of college enrollment. This research influences the career exploration of college students from their initiative personality through the bridge mechanism of self-efficacy, and at the same time pays attention to the situation of college students' families and colleges, and promotes the improvement of college students' career exploration ability. To sum up, based on the theory of social cognitive career, this paper discusses the predictive effect of proactive personality on career exploration, and introduces self-efficacy as a mediator to try to explain the path of influence of this predictive effect. At the same time, considering the moderated role of college students' teacher support and family support in career exploration, this paper tries to explain the formation mechanism of career exploration from the college students themselves, the university level and the family level. Of course, combined with the situation of economic decline caused by the normalization of COVID-19's epidemic situation and the employment difficulties caused by the expansion of enrollment in colleges and universities, and other social problems. This paper attempts to make up for the research gap in predicting career exploration from many aspects, and to provide theoretical and practical suggestions for college students to carry out career exploration and career development. The research model is shown in Fig. 1 . 2 Theory And Hypothesis 2.1 The relationship between Proactive Personality and Career Exploration In the process of career development, proactive behavior is a key competitive advantage. Individuals need to actively deal with unpredictable tasks in their studies and work 26 . Proactive personality is a tendency for individuals to take active behavior to influence the surrounding environment 27 . The stronger the initiative of college students, the more actively they can explore their own and external environment, the more they hope to master career goals and show more career exploration behavior 28 . First, the theory of active behavior holds that individuals with strong proactive personality will adapt to and control the surrounding environment through active attempts and even various behaviors 29 . These active attempts and behaviors include information search, active seeking feedback and so on. At the same time, career exploration includes these behaviors. Therefore, it is speculated that proactive personality can promote career exploration 30 . Second, in the process of career development, proactive personality has a high predictive power. Active individuals are happy and can actively participate in career management-related activities, they are easier to identify and seize opportunities to improve themselves, and continue to improve their professional skills in their study and work 18 , 31 . Third, according to the theory of social cognitive career, career development is affected by individual differences, and proactive personality plays a key predictive role in the process of cognitive development. Individual characteristics affect the degree of individual investment in career exploration behavior 32 . Fourth, career exploration runs through all stages of personal development, helping young people move from school to work, and also helping college students to change from one job to another in the future 33 . The active exploration behavior of college students is also an important factor for career development and obtaining positive career results 34 . To sum up, career exploration behavior, is related to a variety of short-term and long-term career achievements, and career exploration behavior is affected by personality traits and personal characteristics, active individuals will be more active in career exploration, take the initiative to collect information in their own and professional environment, and it is easier to be clear and clear about their future careers. Therefore, this study proposes hypothesis 1: H1: Proactive personality of college students positively predicts career exploration 2.2 Self-efficacy as a mediator Self-efficacy in career decision-making is the degree of confidence in the ability to complete self-awareness, collect professional information, determine goals, make rules and solve problems 35 . As an important social cognitive factor in the development of college students' career, the influence of self-efficacy on individual career development has attracted more and more attention. Self-efficacy affects individual participation, investment and persistence in career choice activities, and also affects the realization of individual career goals 36 , 37 . First of all, individual difference makes the individual have different confidence in the completion of the goal in the process of accomplishing the goal, and the degree of confidence of this difference affects the goal processing and the final result 38 . The self-efficacy of individuals with different levels of proactive personality is also different. Proactive personality can significantly predict the sense of self-efficacy in career decision-making, that is, the more active individuals have a higher evaluation of their career decision-making 15 , 16 . At the same time, in the process of career development, individuals with high self-efficacy can more accurately determine their career positioning, set better career goals and more active career exploration behavior 11 , 39 . Secondly, the theory of self-determination (self-determination theory, SDT) 40 . From the point of view of need, it is also clarified that individuals with proactive personality are more likely to produce self-efficacy and promote positive exploration behavior. Proactive personality college students when their own ability needs to be satisfied, such as job search self-efficacy to meet, will promote them to actively explore the future career, resulting in more job search behavior. Thirdly, the more active college students are, the more likely they are to define their future careers and show strong career maturity 41 , 42 . College students with proactive personality give more evaluation and confidence to their careers, and the more likely they are to produce career exploration behavior in the performance of career maturity. Finally, a large number of empirical studies have proved that proactive personality can significantly predict its self-efficacy, and self-efficacy has a positive impact on career positioning and career exploration. That is, the sense of self-efficacy in career decision-making can play a mediating role in personality traits and career exploration behavior 15,43−46 . Therefore, this study proposes hypothesis 2: H2: Self-efficacy plays a mediating role between proactive personality and career exploration 2.3 Teacher support as a moderator According to the theory of social cognitive career, the attitude and behavior of individuals will be affected by themselves and the environment 20 . In particular, when individuals feel positive environmental support, they will take active action to achieve their goals 47 . While college students are in school, teachers support to help and encourage them on issues such as study, life and employment, which is conducive to better completion of their studies, promotion of employment and construction of career 48 . Teacher support refers to the support and help of teachers for learners' behavior, strategy and emotion 49 . When college students are faced with the problems of employment and career choice, teachers support as the external environment stimulus for college students to carry out career exploration, provide more help and encouragement, and reduce deviant behavior 22 . Thus, teacher plays an important role in promoting career development 50 . Self-efficacy is an individual's belief to support someone completes a task with achieving the stated goal. And it is also an understanding of his or her own level of ability 51 , 52 . College students with high self-efficacy affirm their abilities, define their job search goals, and believe in themselves. College students firmly believe that they can complete the task of employment, and make efforts to achieve their goals and make career exploration. If teacher or university gives college students the affirmation of ability and the support of employment guidance at this time, it will encourage college students to pay specific exploration behavior in order to achieve their goals 53 . Secondly, self-efficacy will affect individual behavior and behavior results. The acquisition of a behavioral outcome depends on the confidence of the subject, and individuals with a high level of self-efficacy will make enough efforts to ensure success 54 , 55 . At this time, the more college students feel the support from teachers, they will show more interest in their careers and be more willing to invest more time, energy and strategies in career exploration 10 . Finally, as a key component of persistent motivation, self-efficacy plays a positive role in college students' persistent motivation 56 . When college students are faced with employment problems, this sense of efficacy with strong persistent motivation can promote college students to carry out career exploration and try to complete employment quickly and efficiently 57 , 58 . At this time, teachers' encouragement and support stimulate the transformation of this persistent motivation; when college students feel the support of teachers, they will be more willing to maintain this motivation and promote their career exploration. Therefore, this study proposes hypothesis 3: H3: Teacher support positively moderates the positive relationship between self-efficacy and career exploration. When college students perceive stronger teacher support, the relationship is stronger; otherwise, the relationship is weaker. 2.4 Parental support as a moderator Ecosystem theory holds that family environment is the most lasting and important system for individual development 59 . As the main executor in family education, parents' words and deeds affect students' learning habits, quality cultivation and career construction 57 . College students feel that the support and encouragement given by their parents can stimulate the formation of their motivation very well. In the period of career exploration, parental support can effectively stimulate college students to carry out career exploration and career construction. Parental support is part of family support and a manifestation of how parents provide resources for their children 60 . When college students are looking for a job, the more supportive resources their parents have for their work, the easier it is to clarify the future work, and will use enough time and energy to expand the boundary of career development and carry out more exploration behavior 61 , 62 . First of all, parents' support can reduce the pressure of college students' employment, make the spiritual pleasure of college students, constructive emotion can expand individual thinking, have more psychological capital; at this time, it will help college students with high self-efficacy to transform more actively and positively into career exploration behavior 63 . Secondly, the support of parents can alleviate some academic and life tasks of college students, give them convenience and care in life, and maintain their physical and mental health. Under the condition of reducing tasks and promoting physical and mental health, college students with high self-efficacy will also work harder to explore their careers, try to construct their careers quickly and promote career success in return for their parents' supportive behavior 64 . Finally, in order to explore the boundary effect of parental support on college students' self-efficacy and career exploration, and to make up for the situational influence of family environment factors in the process of college students' career exploration, hypothesis 4 is put forward. H4: Parental support positively moderates the positive relationship between self-efficacy and career exploration. When college students perceive stronger parental support, the relationship is stronger; otherwise, the relationship is weaker. 2.5 Mediation model with moderation Integrating the mediating effect of hypothesis 2 and the moderating effect of hypothesis 3 and hypothesis 4, this study proposes a moderated mediation model. When college students perceive the support of teachers and parents, college students with proactive personality will actively explore their careers. And the college students with proactive personality will show a higher level of self-efficacy and promote them to carry out career exploration. Specifically, self-efficacy plays a mediating role between proactive personality and career exploration, but the effect of this mediating effect is affected by teacher support and parental support. In view of this, hypothesis 5 is proposed: H5: Both teacher support and parental support positively moderate the indirect effect of proactive personality on career exploration through self-efficacy. When the degree of teacher support and parental support is stronger, the indirect effect is stronger; otherwise, the indirect effect is weaker 3 Research Methods Research subjects and collection procedures 3.1 Research subjects and collection procedures According to the division of career stage, it is generally believed that young people in their 20s are in the exploratory period, and young people in this stage are gradually developing career-related cognition 65 . Therefore, this study chooses the college students who choose their careers as the research object. The sample selected 16 colleges and universities from Chongqing, Shanghai, Guangdong Province, Jiangsu Province and Guizhou Province. Because the students of 16 colleges and universities come from all over the country, they can meet the requirements of sample diversification. Before the formal survey, the teachers and students involved in the study will communicate with the students to answer questions, and tell all the subjects that the answer is not right or wrong, and promise the anonymity and confidentiality of the questionnaire. At the same time, the respondents were informed before the formal survey that they would only be used for the academic study. In order to avoid the influence of common method deviation, this study was divided questionnaire period into three different points of time and the interval of time points was one month (March-June 2022): (1) On the time node 1, the proactive personality of college students was investigated, 1100 questionnaires were sent out, and 1080 questionnaires were collected, with a wastage rate of 1.8 per cent; (2) On the time node 2, the self-efficacy, perceived teacher support and parental support of college students were investigated. 1080 questionnaires were sent out and 1020 questionnaires were collected, with a wastage rate of 5.6 per cent; (3) On the time node 3, 1020 questionnaires were sent out and 1005 questionnaires were recovered, the wastage rate of the questionnaire was 1.5 per cent. In addition, the research team increased the commonly used control variables, including gender, age, educational level, source of students and so on, with the permission of the subjects. After the completion of the survey, according to the student ID as the matching basis of the three questionnaires, and eliminating the missing invalid questionnaire, finally, 980 valid questionnaires for Chinese mainland college students were obtained. The effective recovery was 89.09%. In this questionnaire, 443 male students, accounted for 45.2% of the questionnaire, and 537 female students accounted for 54.8% of the questionnaire. A total of 489 freshmen, accounted for 49.9% of the questionnaire, were enrolled in the questionnaire. A total of 181 sophomores, accounted for 18.5% of the questionnaire, 246 junior students, accounted for 25.1% of the questionnaire survey, 64 sophomores, accounted for 6.5% of the questionnaire survey. There were 686 students in rural areas, accounted for 70% of the survey, and 294 students in cities and towns, accounting for 30% of the survey. The average age was 19.49 years. Regarding the ethics issue in Study, every respondent was briefed on the purpose of the research and informed that all data would be strictly confidential and used for academic purposes only. All procedures were performed in accordance with relevant guidelines. The relevant information mentioned above was stated at the beginning of the questionnaire to ensure that respondents know their rights and agree with this survey. Thus, this survey obtained written consent from all participants. Finally, this project that collected the data from questionnaires was approved by the Institutional Review Board of the Macau University of Science and Technology. An Ethic Issue Form offered by Macau University of Science and Technology was signed and submitted to promise this article's authenticity and compliance with academic ethics. .3.2 Measuring tools In order to ensure the reliability and validity of the questionnaire, this study draws lessons from the existing mature scales. Before the investigation, the scale in English was translated accurately translated the scale into the Chinese version by translation-back-translation program and repeatedly proofread by the questionnaire distribution team. A 5-point Likert scale (1 to 5 in the questionnaire indicates “strongly disagree” to “strongly agree”) was used throughout the study. Proactive personality : the proactive personality scale developed by Li et al 66 was used. There were 10 items in the questionnaire. Examples include: "I keep looking for new ways to improve my life" and "I can find good opportunities earlier than others". The scale has a Cronbach’s alpha coefficient of 0.980 in this study. Self-efficacy : Chen et al 67 was used to develop general self-efficacy, and there were 8 items in the questionnaire. Examples include: “I will be able to achieve most of the goals that I have set for myself”, “I will be able to successfully overcome many challenges”. The scale has a Cronbach’s alpha coefficient of 0.961 in this study. Teacher support a questionnaire was used to measure the perceived teacher support behavior of college students. According to the scale developed by Ouyang Dan 10 , there were 19 items. Examples such as "the teacher's attitude towards me has always been very gentle", "the teacher often gives me encouragement in my study and life." The scale has a Cronbach’s alpha coefficient of 0.937 in this study. Parental support a questionnaire of parental support in perceived social support was developed by Zimet et al 68 , with a total of four items. Examples such as “My family really tries to help me”, “I can talk about my problems with my family”. The scale has a Cronbach’s alpha coefficient of 0.901 in this study. Career exploration : The Career Exploration Scale developed by Stumpf et al (Stumpf et al., 1983) 69 was employed to measure students’ career exploration activities with a total of 17 items in this questionnaire. Examples of questions are: “I know a lot of information about the career field I have focused on” and “I will try different career activities.” The scale has a Cronbach’s alpha coefficient of 0.913 in this study. Control variables According to previous studies, it is found that gender, age and education will affect individual career exploration 32 . At the same time, it is found that there are differences in career exploration behavior between family background and part-time behavior of college students 70 – 71 . Therefore, in order to verify the model more accurately, this study takes gender, age, education, family origin and part-time experience as control variables. 3.3 Data analysis methods This study used SPSS 21.0 for Harman's one-way test, descriptive statistics, correlation analysis and multiple regression analysis, and Amos 21.0 was used for confirmatory factor analysis. In this study, the confidence interval of mediate effect was estimated by three-step method of Baron and Kenny (1986) 72 and combined it with Bootstrap technique (using the PROCESS program) 73 to estimate confidence intervals for mediating effects. In testing for mediators with moderation, this study relied on Edward and Lambert (2007) 74 study and integrated with the bootstrap technique (Bootstrap) to test for the significance of the values and differences of indirect effects under high and low moderating variables. 4 Research Results 4.1 Common method deviation test In the research and design phase, follow the multi-stage filling method recommended by Podsakoff et al. (2003) 75 , and control the possible common method deviation from the methodological level. At the data level of the survey results, the data collected were tested by Harman's one-way test. It was found that the variance interpretation rate of the first factor was 24.96%, which was less than 40% 75 . At the same time, it can be seen from Table 1 that the fitting index of confirmatory factor analysis of single factor model does not pass the test (χ 2 = 14760.63, df = 1593, RMSEA = .09, SRMR = .14, CFI = .70, TLI = .69). Therefore, there is no serious common method deviation among the variables in this study. 4.2 Confirmatory factor analysis In this study, the following fitting indexes were selected to judge the fitting degree of the model, including chi-square difference must reach a significant level, approximate error root mean square (RMSEA) must be less than 0.008, comparative fitness index (CFI) and Tucker-Lewis index (TLI) should be greater than 0.9.A series of competition models are compared in this study, and the analysis results are shown in Table 1 . As can be seen from Table 1 , the model adaptation of the five-factor model in this study (χ 2 = 6312.72, df = 1585, RMSEA = .05, SRMR = .04, CFI = .91, TLI = .90)is better than that of other competitive models. In addition, all the adaptation indexes of the five-factor model have also passed the test. Based on this, this study determines that all the research variables are distinguishable. Model χ2 df Δχ2 RMSEA SRMR CFI TLI Table 1 Results of confirmatory factor analysis (N = 980) Five-factor model (hypothesis) 6312.72 1585 .05 .04 .91 .90 Four-factor model(A + B) 7762.30 1589 1449.58*** .06 .062 .88 .86 Three-factor model(B + C + D) 9707.50 1592 3394.78*** .07 .18 .80 .79 Two-factor model(A + B + C + D) 12834.16 1594 6521.44*** .08 .19 .77 .76 One factor model(A + B + C + D + E) 14760.63 1593 8447.91*** .09 .14 .70 .69 A: proactive personality; B: self-efficacy; C: teacher support; D: parental support; E: career exploration; "+"means integration. 4.3 Correlation analysis The results of correlation analysis between control variables and variables are shown in Table 2 . It can be seen from Table 2 that there is a significant positive correlation among all variables, which provides a preliminary basis for the hypothesis test of the model. There was a significant positive correlation between proactive personality and career exploration (r = 0.68, p < 0.001), which provided preliminary support for exploring proactive personality positive prediction of career exploration. Variables mean Standard Deviation 1 2 3 4 5 6 7 8 9 Table 2 mean, standard deviation and correlation coefficient of variables (N = 980) 1Gender .55 .49 2Age 19.49 1.58 − .03 3Grade 15.88 .99 .04 .76*** 4Place of origin .30 .46 − .04 − .27*** − .28*** 5Part-time experience .23 .42 − .09** − .03 − .19*** .43*** 6Proactive personality 3.545 .662 − .13*** − .00 .01 − .06* − .05 7Self-efficacy 3.706 .569 − .17*** − .02 .01 − .05 − .06 .73*** 8Perceptual teacher support 3.654 .531 − .23*** − .02 − .01 .04 − .04 .40*** .43*** 9Parental support 4.079 .658 − .22*** − .05 − .03 .04 − .05 .37*** .40*** .69*** 10Career exploration 4.133 .513 − .19*** .04 .05 − .11** − .09** .68*** .79*** .43*** .38*** Note: ***p < 0.001, **p < 0.01, * p < 0.05 4.4 Hypothesis testing results (1) Test results of main effect Through the model 4 of Table 3 , it can be seen that there is a significant positive relationship between proactive personality and career exploration (β = 0.66, p < 0.001). Hypothesis 1 is supported. (2) Test results of mediating effect Through the model 5 of Table 3 , it can be seen that there is a significant positive relationship between proactive personality and career exploration (β = 0.21, p < 0.001), and a significant positive relationship between self-efficacy and career exploration (β = 0.62, p < 0.001). The indirect effect of proactive personality on career exploration through self-efficacy is verified. In order to clarify this indirect effect again, this study uses Bootstrap method test 73 . The Bootstrap method test for the mediating effect is shown in Table 4 . In 95% confidence interval, the direct and indirect effects of proactive personality and career exploration do not include zero. Therefore, it can be confirmed that self-efficacy plays a mediating role in the relationship between proactive personality and career exploration. Hypothesis 2 is supported. (3) Test results of moderating effects Verify the moderating role of perceived teacher support. Through the model 6 of Table 3 , it can be seen that there is a significant positive relationship between the interaction between self-efficacy and perceived teacher support and career exploration ( β = 0.11, p < 0.01). At the same time, the Bootstrap test of moderating effect is shown in Table 5 . At 95% confidence interval, with the support of low teachers, the indirect effect of self-efficacy on career exploration is lower (the effect value is 0.50). With the support of high degree of teachers, the indirect effect of self-efficacy on career exploration is higher (the effect value is 0.67). In order to further clarify the moderating effects, which are determined by the moderating the level of moderating variables 76 . It can be seen from Fig. 2 that the higher the degree of teacher support, the stronger the positive relationship between self-efficacy and career exploration. Suppose 3 is supported. Verify the moderating effect of perceived parental support. Through Model 7 of Table 3 , it can be seen that there is a significant positive relationship between self-efficacy and perceived parental support and career exploration ( β = 0.11, p < 0.001). At the same time, the Bootstrap test of moderating effect is shown in Table 6 . At 95% confidence interval, with the support of parents, the indirect effect of self-efficacy on career exploration is lower (the effect value is 0.51). However, with the support of parents, the indirect effect of self-efficacy on career exploration was higher (the effect value is 0.68). In order to further clarify these moderating effects, the study through the use of Aiken et al 76 adjust the level of moderating variables to determine. As can be seen from Fig. 3 , the higher the degree of parental support, the stronger the positive relationship between self-efficacy and career exploration. Hypothesis 4 is supported. To verify the dual moderating effects of perceptual teacher support and parental support. Through Model 7 of Table 3 , it can be seen that there is a significant positive relationship between the interaction between self-efficacy and perceived teacher support and career exploration ( β = 0.07, p < 0.05). At the same time, there was a significant positive relationship between self-efficacy and perceived parental support and career exploration (β = 0.06, p < 0.05). In this study, Bootstrap method was used to test 73 to explore the double moderating effects. As shown in Table 7 , at 95% confidence interval, the indirect effect of self-efficacy on career exploration was lower when both teacher support and parental support were low (effect value was 0.49). When teacher support was low and parental support was high, or when teacher support was high and parental support was low, the indirect effect of self-efficacy on career exploration was increased (the effect values were 0.59 and 0.57, respectively). When both teacher support and parental support were high, the indirect effect of self-efficacy on career exploration is higher (the effect value is 0.68). In order to further clarify this double moderating effect, the study determined by using Aiken et al 76 to adjust the level of moderating variables. It can be seen from Fig. 4 that the higher the degree of teacher support and parents, the stronger the positive relationship between self-efficacy and career exploration. (4) Test results of mediation effect with moderating In order to verify whether perceptual teacher support and parental support moderate the indirect effect of proactive personality on career exploration through self-efficacy. In this study, Bootstrap method was used to test the effect value of indirect effect under high and low level moderate variables 74 . From Table 8 , it shows that the indirect effect of proactive personality on career exploration through self-efficacy is 0.33 with high degree of teacher support and high level of parental support, and its confidence interval is 95% [.29, .37]. With low teacher support and low level parental support, the indirect effect of proactive personality on career exploration through self-efficacy was 0.22, and its confidence interval was 95% [.17, .26]. At the same time, when the level of teacher support and parental support is not consistent, the indirect effects of proactive personality on career exploration through self-efficacy are 0.28 and 0.27, respectively. And its confidence interval is still significant in 95%. Therefore, the higher the degree of perceived teacher support and parental support, the stronger the indirect effect of proactive personality on career exploration through self-efficacy. Hypothesis 5 is supported. Table 3 Hypothesis testing model Variables Self-efficacy Career exploration Model1 Model 2 Model 3 Model 4 Model 5 Model 6 Model 7 Model 8 Model 9 Control variable Gender − .18*** − .08*** − .02* − .11*** − .06** − .05* − .06** − .05* − .05** Age − .07 − .03 − .01 .02 .04 .04 .04 .04 .04 Grade .04 .02 .03 .00 − .01 − .01 − .01 − .01 − .01 Source of birth − .03 .01 − .08* − .04 − .05 − .07** − .07** − .07** − .06** Part-time experience − .06 − .04 − .06 − .04 − .02 − .01 − .01 − .01 − .01 Independent variable Proactive personality .72*** .66*** .21*** . .20*** mediating variable Self-efficacy .62*** .73*** .74*** .72*** .59*** moderating variable Perceived teacher support .11*** .09*** .07** Perceived parental support .09*** .03 .02 Interaction item Self-efficacy * perceived teacher support .11*** .07* .07* Self-efficacy* perceived parental support .11*** .06* .06* R 2 .04 .54 .06 .48 .66 .66 .65 .66 .68 F 7.28*** 186.80*** 11.27*** 147.99*** 265.69*** 230.39*** 226.61*** 339.75*** 183.11*** Note: ***p < 0.001, **p < 0.01, * p < 0.05 Table 4 Bootstrap Test of mediating role Mediating effect Effect value Standard error 95% confidence interval Lower confidence limit Upper confidence limit Indirect effect .29 .02 .25 .33 Direct effect .14 .02 .10 .17 Note: Bootstrap Sample size N = 5000 Table 5 Bootstrap Test for perceiving the moderating effect of teacher support Moderating effect Effect value Standard error 95% confidence interval Lower confidence limit Upper confidence limit LOW(-1SD) .50 .02 .46 .55 Medium .59 .02 .55 .62 HIGH(+ 1SD) .67 .02 .63 .72 Note: Bootstrap Sample size N = 5000 Table 6 Bootstrap test for perceiving the moderating effect of parental support Moderating effect Effect value Standard error 95% confidence interval Lower confidence limit Upper confidence limit LOW(-1SD) .51 .02 .47 .56 Medium .60 .02 .56 .63 HIGH(+ 1SD) .68 .02 .64 .72 Note: Bootstrap Sample size N = 5000 Table 7 Bootstrap test for perceived double moderating effect between teacher support and parental support Moderating variable 1(perceived teacher support) Moderating variable 2(perceived parental support) Effect value Standard error 95% confidence interval Lower confidence limit Upper confidence limit LOW(-1SD) LOW(-1SD) .49 .02 .44 .54 LOW(-1SD) HIGH(+ 1SD) .59 .04 .51 .68 HIGH(+ 1SD) LOW(-1SD) .57 .04 .49 .66 HIGH(+ 1SD) HIGH(+ 1SD) .68 .02 .64 .72 Note: Bootstrap Sample size N = 5000 Table 8 Bootstrap test with moderated mediating effect Independent variable Moderating variable 1(perceived teacher support) Moderating variable 2(perceived parental support) Indirect effect Standard error 95% confidence interval Lower confidence limit Upper confidence limit Self-efficacy LOW(-1SD) LOW(-1SD) .22 .02 .17 .26 LOW(-1SD) HIGH(+ 1SD) .27 .03 .22 .32 HIGH(+ 1SD) LOW(-1SD) .28 .03 .22 .33 HIGH(+ 1SD) HIGH(+ 1SD) .33 .02 .29 .37 Note: Bootstrap Sample size N = 5000 5 Discussion And Conclusion Career exploration is important for college students to construct their career and develop their career path 77 . Based on the theory of social cognitive career and combining with the existing research, this study explores the internal mechanism of proactive personality exploring career through self-efficacy, and discusses the situational factors of teacher support and parental support in this mechanism. This paper attempts to provide methods to improve career exploration behavior from three aspects: college students, universities and families, and to expand the new ideas of career exploration in theory and practice. 5.1 Theoretical implications First, this study systematically defines the formation process of career exploration. A moderated mediation model is determined from personal personality traits, teacher support in colleges and universities and parental support in the family. Explore and improve the career exploration behavior of college students, expand research theory 13 . Second, the positive relationship between proactive personality and career exploration. It proves the influence of personality traits on career exploration 78 , 79 , supports and expands the theoretical model of social cognitive career, and provides a new way of thinking that cognitive variables can predict the development of career construction 80 . Third, the mediating role of self-efficacy. It is clear that the self-cognition and evaluation of self-efficacy is affected by stable personality traits (proactive personality), and this self-cognition affects the change of behavior (career exploration). This view has also been confirmed by the theory of social cognitive career. It clarifies the bridge function of proactive personality to professional exploration behavior, and also expands the research scope of self-efficacy 79 , 81 . Fourth, consider the individual perception of teacher support and parental support of these two moderating variables. When college students feel that the stronger the support of teachers, or the stronger the support of parents, the more indirect effect of proactive personality on career exploration through self-efficacy. This conclusion also supports the view that environment affects individual behavior in the theory of social cognitive career 14 . At the same time, it also provides some reference suggestions for the future research career exploration, and broadens the vision for the development of colleges and universities and family environment support research 82 , 83 . 5.2 Practical implications From the point of view of college students' career construction, college employment guidance and family helping children's employment, this study provides some practical suggestions for the topic of "how to show more career exploration behavior". Improving the career exploration behavior of college students and help their career construction Proactive personality is helpful to improve the professional exploration behavior of college students. In educational practice, when interfering with college students whose career exploration is not ideal, they can help them to establish healthy and positive self-cognition and evaluation on the basis of understanding the characteristics of their proactive personality development 84 . So that it can better understand the goal selection, information collection, self-judgment and planning in the process of career exploration 13 . In the university context, focus on the positive situational role of teacher support As the key factor of college students' employment, colleges and universities should give students more resources and encouragement to promote the successful employment of college students and alleviate the problem of "employment difficulties" in society 85 , 86 . According to the above research findings, the following suggestions are put forward. (1) Colleges and universities need to set up professional vocational guidance teachers, set up professional employment guidance courses, and increase the intensity of employment guidance for college students 87 . (2) In the curriculum design to increase the proportion of social practice courses, to guide college students to participate in practical activities conducive to career development 88 . (3) Appropriate employment opportunities should be provided. For example, carry out school-enterprise cooperation activities and strengthen the holding of campus job fairs 89 . In the family context, focus on the positive situational role of parental support According to the theory of social cognition, family factors interfere with the behavior of college students. Especially in Chinese society, career choice is closely related to employment guidance and family 90 . First of all, parents should cooperate with school education to build a positive, harmonious and open family environment to meet the psychological needs of their children, enhance psychological capital and improve active behavior 91 . Then, parents should not only give college students financial support, but also give more network support to expand employment channels 92 . Finally, family education cooperates with school education to promote the construction and career success of college students' career 93 . 6 Limitation And Future Research Directions Although this study has explored the internal mechanism of career exploration, there are still some limitations in this study: the sample data are from self-explanatory questionnaire of undergraduate students, which can be from multi-source approach and include the master and doctoral students in follow-up study. Secondly, the college students in this study are all undergraduate students, for graduate students, doctoral students' career construction or career exploration behavior is universal, it is still worthy of further study. Therefore, it is suggested that students with different academic qualifications should be taken as the object of study in future research to expand the applicability of the study. In addition, more environmental factors can be included in the future to verify the mechanism of occupational exploration behavior, such as peer relationship, social environment and other variables 94 , 95 . Finally, the research method of this study adopts the way of questionnaire survey, and the research method is relatively single. It is suggested that quasi-experimental methods can be used in the future to invite college students to participate in related experiments and to do further research on career exploration. References Wu, L., Yan, K., & Zhang, Y. (2020). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-2533416","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":179594526,"identity":"3d809615-c614-408c-8b32-43c41152898f","order_by":0,"name":"Caizhi Zhang","email":"","orcid":"","institution":"Chongqing University","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Caizhi","middleName":"","lastName":"Zhang","suffix":""},{"id":179594527,"identity":"c651cf1d-5264-4903-ba2e-f18d38a13b0d","order_by":1,"name":"Lei Lu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2ElEQVRIiWNgGAWjYBACPjBZIcHDz3D44IOEihrCWtjA5BkbOcnGY8kGD84cI1ILY1uascHhM2qSD1uYidAikfzw4w+2w4kz286wVSQ2sDHwt3cnENCSZizNw3M4sZ/n7LEbiTtkGCTOnN1AQEsOgzSDBNCWGefSbiSeYWMwkMglqIX55w+Dw4kb7r8xK0hsYyZKC5sETwLQ+wfOmDEQp4XnmZk1zwFgIDccS5ZIOHOMh6Bf+NmTH9/8+Q8SlR9/VNTI8bf34teCAXhIUz4KRsEoGAWjACsAAMakSurPO3h5AAAAAElFTkSuQmCC","orcid":"","institution":"Macau University of Science and Technology","correspondingAuthor":true,"submittingAuthor":false,"prefix":"","firstName":"Lei","middleName":"","lastName":"Lu","suffix":""},{"id":179594528,"identity":"d054aa11-f6c1-4c1f-b859-0bbdf30423cf","order_by":2,"name":"Yan Xiao","email":"","orcid":"","institution":"Chongqing University of Technology","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Yan","middleName":"","lastName":"Xiao","suffix":""},{"id":179594529,"identity":"3de1b007-9d38-4e17-919b-70c96c42996b","order_by":3,"name":"Zhou Zheng","email":"","orcid":"","institution":"Chongqing online Curriculum Resource Center of Higher Education","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Zhou","middleName":"","lastName":"Zheng","suffix":""},{"id":179594530,"identity":"e3e450b4-87b8-4966-9ab3-d75f8978b1cb","order_by":4,"name":"Qiuhong Jia","email":"","orcid":"","institution":"Chongqing University of Technology","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Qiuhong","middleName":"","lastName":"Jia","suffix":""},{"id":179594531,"identity":"c5c5cbd8-3bae-4c0a-bbd9-d4b1dce91e89","order_by":5,"name":"Yuanxin Luo","email":"","orcid":"","institution":"Chongqing University","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Yuanxin","middleName":"","lastName":"Luo","suffix":""},{"id":179594532,"identity":"453a3c73-4d4c-467c-bee5-006cbe945722","order_by":6,"name":"Jun Luo","email":"","orcid":"","institution":"Chongqing University","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Jun","middleName":"","lastName":"Luo","suffix":""}],"badges":[],"createdAt":"2023-01-31 10:59:28","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-2533416/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-2533416/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":33708517,"identity":"45d68fa2-c40e-475b-b8ba-37e3f9f8358b","added_by":"auto","created_at":"2023-03-02 20:16:30","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":17366,"visible":true,"origin":"","legend":"\u003cp\u003eResearch model diagram\u003c/p\u003e","description":"","filename":"Figure1Researchmodeldiagram.png","url":"https://assets-eu.researchsquare.com/files/rs-2533416/v1/232121cfb6e0c733745d8156.png"},{"id":33709129,"identity":"98d8b2df-068c-4343-9cca-247d2cd837ee","added_by":"auto","created_at":"2023-03-02 20:24:30","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":29887,"visible":true,"origin":"","legend":"\u003cp\u003ethe moderating role of perceived teacher support between self -efficacy and career exploration\u003c/p\u003e","description":"","filename":"Fig.2themoderatingroleofperceivedteachersupportbetweenselfefficacyandcareerexploration.png","url":"https://assets-eu.researchsquare.com/files/rs-2533416/v1/7e7875b40991c72830f5568e.png"},{"id":33709128,"identity":"4cea6d25-19ac-4e28-b9d9-ecfe22033513","added_by":"auto","created_at":"2023-03-02 20:24:30","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":25553,"visible":true,"origin":"","legend":"\u003cp\u003ethe moderating role of perceived parental support between self-efficacy and career exploration\u003c/p\u003e","description":"","filename":"Fig.3themoderatingroleofperceivedparentalsupportbetweenselfefficacyandcareerexploration.png","url":"https://assets-eu.researchsquare.com/files/rs-2533416/v1/bc00ab314c53b4cb01794e61.png"},{"id":33708516,"identity":"3a134749-8be5-4ed6-a43a-8b68db9b3b9b","added_by":"auto","created_at":"2023-03-02 20:16:30","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":42700,"visible":true,"origin":"","legend":"\u003cp\u003eperception of the double moderating role of parental support and parental support between self-efficacy and career exploration\u003c/p\u003e","description":"","filename":"Fig.4perceptionofthedoublemoderatingroleofparentalsupportandparentalsupportbetweenselfefficacyandcareerexploration.png","url":"https://assets-eu.researchsquare.com/files/rs-2533416/v1/54c90ca83438bb7e9450a30f.png"},{"id":50290939,"identity":"5cb6db01-9065-4717-a721-90dfca5bd4e1","added_by":"auto","created_at":"2024-01-29 08:22:20","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":519750,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-2533416/v1/1465a9b1-a6e6-446f-8ad8-c527e3f337c1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"From the three-dimensional perspective of college students' school, family and themselves, explore the mechanism of the influence of proactive personality on career exploration","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eChinese education departments pay more attention to higher education, and the expansion of enrollment in universities has become a common phenomenon\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e. With this, the number of college students is increasing year by year, and the employment problem of college students is becoming more and more prominent\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e,\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e. The problem of \"employment difficulty\" of college students has become the focus of attention of social and research scholars. The university stage is an important period for the construction of values and life attitude, and explores the direction of career development suitable for oneself\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e. Define the future professional role \u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e, Help future career success \u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e. However, with the rise of the overall education and cultural level of society, the academic advantage of college students is gradually weakened in the job search\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e. At the same time, due to the impact of COVID-19 epidemic situation, the shutdown of work and production led to fierce competition between the depressed economy and jobs\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e. How to help college students actively excavate and cultivate their future workplace ability, carry out in-depth career exploration and promote career success has become an important part of higher education.\u003c/p\u003e \u003cp\u003eCareer exploration is the prerequisite for college students to carry out career planning, and it is the key link to career development \u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e. Career exploration refers to the process of self-development and integration through the exploration of self and environment, the formation of exploration skills, the clarification of career goals and the realization of self-development and integration under the guidance of certain attitudes and cognition \u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e. Previous studies have shown that career exploration is helpful for individuals to define their career orientation, effectively expect their future job development and job satisfaction, and promote career success \u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e,\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e. Although career exploration can effectively help college students to construct their careers \u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e, how to produce college students' career exploration behavior, how to promote college students' career exploration and how to improve their exploration behavior in college students' families have not been clearly clarified. Therefore, from the three aspects of college students themselves, colleges and universities and families, this study explores the way to improve career exploration behavior, and tries to make up for the research gap by focusing on career exploration from a multi-angle perspective.\u003c/p\u003e \u003cp\u003eAccording to the theory of social cognitive career (Social cognitive career theory, SCCT), the career development of an individual is determined by individual differences, environmental factors and behavior. The interaction of these three factors directly affects career goals, professional values and career exploration \u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e. In terms of individual differences, personality factors, especially proactive personality (Proactive Personality). The relationship between career development and career development has been paid attention to by researchers and university \u003csup\u003e\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e,\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e. Proactive personality is a stable tendency for individuals to take active behavior to influence the surrounding environment \u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e. This stable trait affects the way individuals act, and there are significant individual differences. The more active individuals are, the more actively they can explore themselves and their surrounding environment, the more they hope to master clear career goals, improve career maturity, and show more active exploration behavior \u003csup\u003e\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e,\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003e. At the same time, according to the theory of social cognitive career, the career development and behavior of college students are not only affected by their own differences, but also by the environment and behavior to which they belong \u003csup\u003e\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e. The behavior of college students is mainly influenced by both colleges and families. In colleges and universities, it is mainly influenced by the support of teachers \u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e. College students feel that teachers give support, which plays a positive role in promoting the attitude and behavior of college students. Teachers support to give students more encouragement and resources in life and study, reduces the deviant behavior of college students, and help them construct their career \u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e. In the family, it is mainly influenced by parents. Parents' supporting behavior can effectively improve the vitality and motivation of college students when looking for a job \u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e\u003c/sup\u003e. The support in the family field will make college students feel loved and respected, and the more time and investment they have to explore career development, the more supportive resources they have \u003csup\u003e\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e,\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e\u003c/sup\u003e. Therefore, in order to make up for the research gap of focusing on career exploration from multiple perspectives, we should expand the research depth of career exploration behavior from the perspective of personal characteristics and try to alleviate social problems such as employment difficulties caused by the expansion of college enrollment. This research influences the career exploration of college students from their initiative personality through the bridge mechanism of self-efficacy, and at the same time pays attention to the situation of college students' families and colleges, and promotes the improvement of college students' career exploration ability.\u003c/p\u003e \u003cp\u003eTo sum up, based on the theory of social cognitive career, this paper discusses the predictive effect of proactive personality on career exploration, and introduces self-efficacy as a mediator to try to explain the path of influence of this predictive effect. At the same time, considering the moderated role of college students' teacher support and family support in career exploration, this paper tries to explain the formation mechanism of career exploration from the college students themselves, the university level and the family level. Of course, combined with the situation of economic decline caused by the normalization of COVID-19's epidemic situation and the employment difficulties caused by the expansion of enrollment in colleges and universities, and other social problems. This paper attempts to make up for the research gap in predicting career exploration from many aspects, and to provide theoretical and practical suggestions for college students to carry out career exploration and career development. The research model is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"2 Theory And Hypothesis","content":"\u003cp\u003e2.1 The relationship between Proactive Personality and Career Exploration\u003c/p\u003e\n\u003cp\u003eIn the process of career development, proactive behavior is a key competitive advantage. Individuals need to actively deal with unpredictable tasks in their studies and work \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e26\u003c/span\u003e\u003c/sup\u003e. Proactive personality is a tendency for individuals to take active behavior to influence the surrounding environment \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e27\u003c/span\u003e\u003c/sup\u003e. The stronger the initiative of college students, the more actively they can explore their own and external environment, the more they hope to master career goals and show more career exploration behavior \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e28\u003c/span\u003e\u003c/sup\u003e. First, the theory of active behavior holds that individuals with strong proactive personality will adapt to and control the surrounding environment through active attempts and even various behaviors \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e\u003c/sup\u003e. These active attempts and behaviors include information search, active seeking feedback and so on. At the same time, career exploration includes these behaviors. Therefore, it is speculated that proactive personality can promote career exploration \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e30\u003c/span\u003e\u003c/sup\u003e. Second, in the process of career development, proactive personality has a high predictive power. Active individuals are happy and can actively participate in career management-related activities, they are easier to identify and seize opportunities to improve themselves, and continue to improve their professional skills in their study and work \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e31\u003c/span\u003e\u003c/sup\u003e. Third, according to the theory of social cognitive career, career development is affected by individual differences, and proactive personality plays a key predictive role in the process of cognitive development. Individual characteristics affect the degree of individual investment in career exploration behavior \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e\u003c/sup\u003e. Fourth, career exploration runs through all stages of personal development, helping young people move from school to work, and also helping college students to change from one job to another in the future \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e33\u003c/span\u003e\u003c/sup\u003e. The active exploration behavior of college students is also an important factor for career development and obtaining positive career results \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e34\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eTo sum up, career exploration behavior, is related to a variety of short-term and long-term career achievements, and career exploration behavior is affected by personality traits and personal characteristics, active individuals will be more active in career exploration, take the initiative to collect information in their own and professional environment, and it is easier to be clear and clear about their future careers. Therefore, this study proposes hypothesis 1:\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eH1: Proactive personality of college students positively predicts career exploration\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e2.2 Self-efficacy as a mediator\u003c/p\u003e\n\u003cp\u003eSelf-efficacy in career decision-making is the degree of confidence in the ability to complete self-awareness, collect professional information, determine goals, make rules and solve problems \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e35\u003c/span\u003e\u003c/sup\u003e. As an important social cognitive factor in the development of college students\u0026apos; career, the influence of self-efficacy on individual career development has attracted more and more attention. Self-efficacy affects individual participation, investment and persistence in career choice activities, and also affects the realization of individual career goals \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e36\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e37\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eFirst of all, individual difference makes the individual have different confidence in the completion of the goal in the process of accomplishing the goal, and the degree of confidence of this difference affects the goal processing and the final result \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e38\u003c/span\u003e\u003c/sup\u003e. The self-efficacy of individuals with different levels of proactive personality is also different. Proactive personality can significantly predict the sense of self-efficacy in career decision-making, that is, the more active individuals have a higher evaluation of their career decision-making \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e15\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e. At the same time, in the process of career development, individuals with high self-efficacy can more accurately determine their career positioning, set better career goals and more active career exploration behavior \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e39\u003c/span\u003e\u003c/sup\u003e. Secondly, the theory of self-determination (self-determination theory, SDT) \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e40\u003c/span\u003e\u003c/sup\u003e. From the point of view of need, it is also clarified that individuals with proactive personality are more likely to produce self-efficacy and promote positive exploration behavior. Proactive personality college students when their own ability needs to be satisfied, such as job search self-efficacy to meet, will promote them to actively explore the future career, resulting in more job search behavior. Thirdly, the more active college students are, the more likely they are to define their future careers and show strong career maturity \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e41\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e42\u003c/span\u003e\u003c/sup\u003e. College students with proactive personality give more evaluation and confidence to their careers, and the more likely they are to produce career exploration behavior in the performance of career maturity. Finally, a large number of empirical studies have proved that proactive personality can significantly predict its self-efficacy, and self-efficacy has a positive impact on career positioning and career exploration. That is, the sense of self-efficacy in career decision-making can play a mediating role in personality traits and career exploration behavior \u003csup\u003e15,43\u0026minus;46\u003c/sup\u003e. Therefore, this study proposes hypothesis 2:\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eH2: Self-efficacy plays a mediating role between proactive personality and career exploration\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e2.3 Teacher support as a moderator\u003c/p\u003e\n\u003cp\u003eAccording to the theory of social cognitive career, the attitude and behavior of individuals will be affected by themselves and the environment \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e. In particular, when individuals feel positive environmental support, they will take active action to achieve their goals \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e47\u003c/span\u003e\u003c/sup\u003e. While college students are in school, teachers support to help and encourage them on issues such as study, life and employment, which is conducive to better completion of their studies, promotion of employment and construction of career \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e48\u003c/span\u003e\u003c/sup\u003e. Teacher support refers to the support and help of teachers for learners\u0026apos; behavior, strategy and emotion\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e49\u003c/span\u003e\u003c/sup\u003e. When college students are faced with the problems of employment and career choice, teachers support as the external environment stimulus for college students to carry out career exploration, provide more help and encouragement, and reduce deviant behavior\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e. Thus, teacher plays an important role in promoting career development \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e50\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eSelf-efficacy is an individual\u0026apos;s belief to support someone completes a task with achieving the stated goal. And it is also an understanding of his or her own level of ability \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e51\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e52\u003c/span\u003e\u003c/sup\u003e. College students with high self-efficacy affirm their abilities, define their job search goals, and believe in themselves. College students firmly believe that they can complete the task of employment, and make efforts to achieve their goals and make career exploration. If teacher or university gives college students the affirmation of ability and the support of employment guidance at this time, it will encourage college students to pay specific exploration behavior in order to achieve their goals \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e53\u003c/span\u003e\u003c/sup\u003e. Secondly, self-efficacy will affect individual behavior and behavior results. The acquisition of a behavioral outcome depends on the confidence of the subject, and individuals with a high level of self-efficacy will make enough efforts to ensure success \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e54\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e55\u003c/span\u003e\u003c/sup\u003e. At this time, the more college students feel the support from teachers, they will show more interest in their careers and be more willing to invest more time, energy and strategies in career exploration \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e. Finally, as a key component of persistent motivation, self-efficacy plays a positive role in college students\u0026apos; persistent motivation \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e56\u003c/span\u003e\u003c/sup\u003e. When college students are faced with employment problems, this sense of efficacy with strong persistent motivation can promote college students to carry out career exploration and try to complete employment quickly and efficiently \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e57\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e58\u003c/span\u003e\u003c/sup\u003e. At this time, teachers\u0026apos; encouragement and support stimulate the transformation of this persistent motivation; when college students feel the support of teachers, they will be more willing to maintain this motivation and promote their career exploration. Therefore, this study proposes hypothesis 3:\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eH3: Teacher support positively moderates the positive relationship between self-efficacy and career exploration. When college students perceive stronger teacher support, the relationship is stronger; otherwise, the relationship is weaker.\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e2.4 Parental support as a moderator\u003c/p\u003e\n\u003cp\u003eEcosystem theory holds that family environment is the most lasting and important system for individual development \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e59\u003c/span\u003e\u003c/sup\u003e. As the main executor in family education, parents\u0026apos; words and deeds affect students\u0026apos; learning habits, quality cultivation and career construction \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e57\u003c/span\u003e\u003c/sup\u003e. College students feel that the support and encouragement given by their parents can stimulate the formation of their motivation very well. In the period of career exploration, parental support can effectively stimulate college students to carry out career exploration and career construction.\u003c/p\u003e\n\u003cp\u003eParental support is part of family support and a manifestation of how parents provide resources for their children \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e60\u003c/span\u003e\u003c/sup\u003e. When college students are looking for a job, the more supportive resources their parents have for their work, the easier it is to clarify the future work, and will use enough time and energy to expand the boundary of career development and carry out more exploration behavior \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e61\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e62\u003c/span\u003e\u003c/sup\u003e. First of all, parents\u0026apos; support can reduce the pressure of college students\u0026apos; employment, make the spiritual pleasure of college students, constructive emotion can expand individual thinking, have more psychological capital; at this time, it will help college students with high self-efficacy to transform more actively and positively into career exploration behavior\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e63\u003c/span\u003e\u003c/sup\u003e. Secondly, the support of parents can alleviate some academic and life tasks of college students, give them convenience and care in life, and maintain their physical and mental health. Under the condition of reducing tasks and promoting physical and mental health, college students with high self-efficacy will also work harder to explore their careers, try to construct their careers quickly and promote career success in return for their parents\u0026apos; supportive behavior \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e64\u003c/span\u003e\u003c/sup\u003e. Finally, in order to explore the boundary effect of parental support on college students\u0026apos; self-efficacy and career exploration, and to make up for the situational influence of family environment factors in the process of college students\u0026apos; career exploration, hypothesis 4 is put forward.\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eH4: Parental support positively moderates the positive relationship between self-efficacy and career exploration. When college students perceive stronger parental support, the relationship is stronger; otherwise, the relationship is weaker.\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e2.5 Mediation model with moderation\u003c/p\u003e\n\u003cp\u003eIntegrating the mediating effect of hypothesis 2 and the moderating effect of hypothesis 3 and hypothesis 4, this study proposes a moderated mediation model. When college students perceive the support of teachers and parents, college students with proactive personality will actively explore their careers. And the college students with proactive personality will show a higher level of self-efficacy and promote them to carry out career exploration. Specifically, self-efficacy plays a mediating role between proactive personality and career exploration, but the effect of this mediating effect is affected by teacher support and parental support. In view of this, hypothesis 5 is proposed:\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eH5: Both teacher support and parental support positively moderate the indirect effect of proactive personality on career exploration through self-efficacy. When the degree of teacher support and parental support is stronger, the indirect effect is stronger; otherwise, the indirect effect is weaker\u003c/span\u003e\u003c/p\u003e"},{"header":"3 Research Methods","content":"\u003cp\u003eResearch subjects and collection procedures\u003c/p\u003e\n\u003cp\u003e3.1 \u0026nbsp; \u0026nbsp;Research subjects and collection procedures\u003c/p\u003e\n\u003cp\u003eAccording to the division of career stage, it is generally believed that young people in their 20s are in the exploratory period, and young people in this stage are gradually developing career-related cognition \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e65\u003c/span\u003e\u003c/sup\u003e. Therefore, this study chooses the college students who choose their careers as the research object. The sample selected 16 colleges and universities from Chongqing, Shanghai, Guangdong Province, Jiangsu Province and Guizhou Province. Because the students of 16 colleges and universities come from all over the country, they can meet the requirements of sample diversification. Before the formal survey, the teachers and students involved in the study will communicate with the students to answer questions, and tell all the subjects that the answer is not right or wrong, and promise the anonymity and confidentiality of the questionnaire. At the same time, the respondents were informed before the formal survey that they would only be used for the academic study. In order to avoid the influence of common method deviation, this study was divided questionnaire period into three different points of time and the interval of time points was one month (March-June 2022):\u003c/p\u003e\n\u003cp\u003e(1) On the time node 1, the proactive personality of college students was investigated, 1100 questionnaires were sent out, and 1080 questionnaires were collected, with a wastage rate of 1.8 per cent;\u003c/p\u003e\n\u003cp\u003e(2) On the time node 2, the self-efficacy, perceived teacher support and parental support of college students were investigated. 1080 questionnaires were sent out and 1020 questionnaires were collected, with a wastage rate of 5.6 per cent;\u003c/p\u003e\n\u003cp\u003e(3) On the time node 3, 1020 questionnaires were sent out and 1005 questionnaires were recovered, the wastage rate of the questionnaire was 1.5 per cent.\u003c/p\u003e\n\u003cp\u003eIn addition, the research team increased the commonly used control variables, including gender, age, educational level, source of students and so on, with the permission of the subjects. After the completion of the survey, according to the student ID as the matching basis of the three questionnaires, and eliminating the missing invalid questionnaire, finally, 980 valid questionnaires for Chinese mainland college students were obtained. The effective recovery was 89.09%. In this questionnaire, 443 male students, accounted for 45.2% of the questionnaire, and 537 female students accounted for 54.8% of the questionnaire. A total of 489 freshmen, accounted for 49.9% of the questionnaire, were enrolled in the questionnaire. A total of 181 sophomores, accounted for 18.5% of the questionnaire, 246 junior students, accounted for 25.1% of the questionnaire survey, 64 sophomores, accounted for 6.5% of the questionnaire survey. There were 686 students in rural areas, accounted for 70% of the survey, and 294 students in cities and towns, accounting for 30% of the survey. The average age was 19.49 years.\u003c/p\u003e\n\u003cp\u003eRegarding the ethics issue in Study, every respondent was briefed on the purpose of the research and informed that all data would be strictly confidential and used for academic purposes only. All procedures were performed in accordance with relevant guidelines. The relevant information mentioned above was stated at the beginning of the questionnaire to ensure that respondents know their rights and agree with this survey. Thus, this survey obtained written consent from all participants. Finally, this project that collected the data from questionnaires was approved by the Institutional Review Board of the Macau University of Science and Technology. An Ethic Issue Form offered by Macau University of Science and Technology was signed and submitted to promise this article\u0026apos;s authenticity and compliance with academic ethics.\u003c/p\u003e\n\u003cp\u003e.3.2 Measuring tools\u003c/p\u003e\n\u003cp\u003eIn order to ensure the reliability and validity of the questionnaire, this study draws lessons from the existing mature scales. Before the investigation, the scale in English was translated accurately translated the scale into the Chinese version by translation-back-translation program and repeatedly proofread by the questionnaire distribution team. A 5-point Likert scale (1 to 5 in the questionnaire indicates \u0026ldquo;strongly disagree\u0026rdquo; to \u0026ldquo;strongly agree\u0026rdquo;) was used throughout the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProactive personality\u003c/strong\u003e: the proactive personality scale developed by Li et al \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e66\u003c/span\u003e\u003c/sup\u003e was used. There were 10 items in the questionnaire. Examples include: \u0026quot;I keep looking for new ways to improve my life\u0026quot; and \u0026quot;I can find good opportunities earlier than others\u0026quot;. The scale has a Cronbach\u0026rsquo;s alpha coefficient of 0.980 in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSelf-efficacy\u003c/strong\u003e: Chen et al \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e67\u003c/span\u003e\u003c/sup\u003e was used to develop general self-efficacy, and there were 8 items in the questionnaire. Examples include: \u0026ldquo;I will be able to achieve most of the goals that I have set for myself\u0026rdquo;, \u0026ldquo;I will be able to successfully overcome many challenges\u0026rdquo;. The scale has a Cronbach\u0026rsquo;s alpha coefficient of 0.961 in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTeacher support\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ea questionnaire was used to measure the perceived teacher support behavior of college students. According to the scale developed by Ouyang Dan \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e, there were 19 items. Examples such as \u0026quot;the teacher\u0026apos;s attitude towards me has always been very gentle\u0026quot;, \u0026quot;the teacher often gives me encouragement in my study and life.\u0026quot; The scale has a Cronbach\u0026rsquo;s alpha coefficient of 0.937 in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParental support\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ea questionnaire of parental support in perceived social support was developed by Zimet et al \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e68\u003c/span\u003e\u003c/sup\u003e, with a total of four items. Examples such as \u0026ldquo;My family really tries to help me\u0026rdquo;, \u0026ldquo;I can talk about my problems with my family\u0026rdquo;. The scale has a Cronbach\u0026rsquo;s alpha coefficient of 0.901 in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCareer exploration\u003c/strong\u003e: The Career Exploration Scale developed by Stumpf et al (Stumpf et al., 1983)\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e69\u003c/span\u003e\u003c/sup\u003e was employed to measure students\u0026rsquo; career exploration activities with a total of 17 items in this questionnaire. Examples of questions are: \u0026ldquo;I know a lot of information about the career field I have focused on\u0026rdquo; and \u0026ldquo;I will try different career activities.\u0026rdquo; The scale has a Cronbach\u0026rsquo;s alpha coefficient of 0.913 in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eControl variables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to previous studies, it is found that gender, age and education will affect individual career exploration \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e\u003c/sup\u003e. At the same time, it is found that there are differences in career exploration behavior between family background and part-time behavior of college students \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e70\u003c/span\u003e\u0026ndash;\u003cspan class=\"CitationRef\"\u003e71\u003c/span\u003e\u003c/sup\u003e. Therefore, in order to verify the model more accurately, this study takes gender, age, education, family origin and part-time experience as control variables.\u003c/p\u003e\n\u003cp\u003e3.3 Data analysis methods\u003c/p\u003e\n\u003cp\u003eThis study used SPSS 21.0 for Harman\u0026apos;s one-way test, descriptive statistics, correlation analysis and multiple regression analysis, and Amos 21.0 was used for confirmatory factor analysis. In this study, the confidence interval of mediate effect was estimated by three-step method of Baron and Kenny (1986)\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e72\u003c/span\u003e\u003c/sup\u003e and combined it with Bootstrap technique (using the PROCESS program) \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e73\u003c/span\u003e\u003c/sup\u003e to estimate confidence intervals for mediating effects. In testing for mediators with moderation, this study relied on Edward and Lambert (2007)\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e74\u003c/span\u003e\u003c/sup\u003e study and integrated with the bootstrap technique (Bootstrap) to test for the significance of the values and differences of indirect effects under high and low moderating variables.\u003c/p\u003e"},{"header":"4 Research Results","content":"\u003cp\u003e4.1 Common method deviation test\u003c/p\u003e\n\u003cp\u003eIn the research and design phase, follow the multi-stage filling method recommended by Podsakoff et al. (2003)\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e75\u003c/span\u003e\u003c/sup\u003e, and control the possible common method deviation from the methodological level. At the data level of the survey results, the data collected were tested by Harman\u0026apos;s one-way test. It was found that the variance interpretation rate of the first factor was 24.96%, which was less than 40% \u003csup\u003e75\u003c/sup\u003e. At the same time, it can be seen from Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e that the fitting index of confirmatory factor analysis of single factor model does not pass the test (\u0026chi;\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;14760.63, df\u0026thinsp;=\u0026thinsp;1593, RMSEA\u0026thinsp;=\u0026thinsp;.09, SRMR\u0026thinsp;=\u0026thinsp;.14, CFI\u0026thinsp;=\u0026thinsp;.70, TLI\u0026thinsp;=\u0026thinsp;.69). Therefore, there is no serious common method deviation among the variables in this study.\u003c/p\u003e\n\u003cp\u003e4.2 Confirmatory factor analysis\u003c/p\u003e\n\u003cp\u003eIn this study, the following fitting indexes were selected to judge the fitting degree of the model, including chi-square difference must reach a significant level, approximate error root mean square (RMSEA) must be less than 0.008, comparative fitness index (CFI) and Tucker-Lewis index (TLI) should be greater than 0.9.A series of competition models are compared in this study, and the analysis results are shown in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e. As can be seen from Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e, the model adaptation of the five-factor model in this study (\u0026chi;\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;6312.72, df\u0026thinsp;=\u0026thinsp;1585, RMSEA\u0026thinsp;=\u0026thinsp;.05, SRMR\u0026thinsp;=\u0026thinsp;.04, CFI\u0026thinsp;=\u0026thinsp;.91, TLI\u0026thinsp;=\u0026thinsp;.90)is better than that of other competitive models. In addition, all the adaptation indexes of the five-factor model have also passed the test. Based on this, this study determines that all the research variables are distinguishable.\u003c/p\u003e\n\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\u0026nbsp;\u0026nbsp;\u003ctable border=\"1\" id=\"Tab1\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u0026chi;2\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u0026Delta;\u0026chi;2\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eRMSEA\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSRMR\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCFI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTLI\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResults of confirmatory factor analysis (N\u0026thinsp;=\u0026thinsp;980)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFive-factor model (hypothesis)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e6312.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1585\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFour-factor model(A\u0026thinsp;+\u0026thinsp;B)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7762.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1589\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1449.58***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThree-factor model(B\u0026thinsp;+\u0026thinsp;C\u0026thinsp;+\u0026thinsp;D)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e9707.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1592\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3394.78***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.79\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTwo-factor model(A\u0026thinsp;+\u0026thinsp;B\u0026thinsp;+\u0026thinsp;C\u0026thinsp;+\u0026thinsp;D)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e12834.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1594\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e6521.44***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.76\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOne factor model(A\u0026thinsp;+\u0026thinsp;B\u0026thinsp;+\u0026thinsp;C\u0026thinsp;+\u0026thinsp;D\u0026thinsp;+\u0026thinsp;E)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e14760.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1593\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e8447.91***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003eA: proactive personality; B: self-efficacy; C: teacher support; D: parental support; E: career exploration; \u0026quot;+\u0026quot;means integration.\u003c/p\u003e\n\u003cp\u003e4.3 Correlation analysis\u003c/p\u003e\n\u003cp\u003eThe results of correlation analysis between control variables and variables are shown in Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e. It can be seen from Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003ethat there is a significant positive correlation among all variables, which provides a preliminary basis for the hypothesis test of the model. There was a significant positive correlation between proactive personality and career exploration (r\u0026thinsp;=\u0026thinsp;0.68, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), which provided preliminary support for exploring proactive personality positive prediction of career exploration.\u003c/p\u003e\n\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\u0026nbsp;\u0026nbsp;\u003ctable border=\"1\" id=\"Tab2\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003emean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003emean, standard deviation and correlation coefficient of variables (N\u0026thinsp;=\u0026thinsp;980)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1Gender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2Age\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3Grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.76***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4Place of origin\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.27***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.28***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5Part-time experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.09**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.19***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.43***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6Proactive personality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.545\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.662\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.13***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7Self-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.706\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.569\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.17***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.73***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8Perceptual teacher support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.654\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.531\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.23***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.40***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.43***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9Parental support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.079\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.658\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.22***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.37***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.40***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.69***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10Career exploration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.513\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.19***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.11**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.09**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.68***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.79***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.43***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.38***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"12\"\u003eNote: ***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01, * p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003ch2\u003e4.4 Hypothesis testing results\u003c/h2\u003e\n\u003cp\u003e(1) Test results of main effect\u003c/p\u003e\n\u003cp\u003eThrough the model 4 of Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, it can be seen that there is a significant positive relationship between proactive personality and career exploration (\u0026beta;\u0026thinsp;=\u0026thinsp;0.66, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Hypothesis 1 is supported.\u003c/p\u003e\n\u003cp\u003e(2) Test results of mediating effect\u003c/p\u003e\n\u003cp\u003eThrough the model 5 of Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, it can be seen that there is a significant positive relationship between proactive personality and career exploration (\u0026beta;\u0026thinsp;=\u0026thinsp;0.21, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and a significant positive relationship between self-efficacy and career exploration (\u0026beta;\u0026thinsp;=\u0026thinsp;0.62, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The indirect effect of proactive personality on career exploration through self-efficacy is verified. In order to clarify this indirect effect again, this study uses Bootstrap method test \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e73\u003c/span\u003e\u003c/sup\u003e. The Bootstrap method test for the mediating effect is shown in Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e. In 95% confidence interval, the direct and indirect effects of proactive personality and career exploration do not include zero. Therefore, it can be confirmed that self-efficacy plays a mediating role in the relationship between proactive personality and career exploration. Hypothesis 2 is supported.\u003c/p\u003e\n\u003cp\u003e(3) Test results of moderating effects\u003c/p\u003e\n\u003cp\u003eVerify the moderating role of perceived teacher support. Through the model 6 of Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, it can be seen that there is a significant positive relationship between the interaction between self-efficacy and perceived teacher support and career exploration (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.11, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01). At the same time, the Bootstrap test of moderating effect is shown in Table \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e. At 95% confidence interval, with the support of low teachers, the indirect effect of self-efficacy on career exploration is lower (the effect value is 0.50). With the support of high degree of teachers, the indirect effect of self-efficacy on career exploration is higher (the effect value is 0.67). In order to further clarify the moderating effects, which are determined by the moderating the level of moderating variables \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e76\u003c/span\u003e\u003c/sup\u003e. It can be seen from Fig. \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e that the higher the degree of teacher support, the stronger the positive relationship between self-efficacy and career exploration. Suppose 3 is supported.\u003c/p\u003e\n\u003cp\u003eVerify the moderating effect of perceived parental support. Through Model 7 of Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, it can be seen that there is a significant positive relationship between self-efficacy and perceived parental support and career exploration (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.11, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). At the same time, the Bootstrap test of moderating effect is shown in Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e. At 95% confidence interval, with the support of parents, the indirect effect of self-efficacy on career exploration is lower (the effect value is 0.51). However, with the support of parents, the indirect effect of self-efficacy on career exploration was higher (the effect value is 0.68). In order to further clarify these moderating effects, the study through the use of Aiken et al \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e76\u003c/span\u003e\u003c/sup\u003e adjust the level of moderating variables to determine. As can be seen from Fig. \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, the higher the degree of parental support, the stronger the positive relationship between self-efficacy and career exploration. Hypothesis 4 is supported.\u003c/p\u003e\n\u003cp\u003eTo verify the dual moderating effects of perceptual teacher support and parental support. Through Model 7 of Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, it can be seen that there is a significant positive relationship between the interaction between self-efficacy and perceived teacher support and career exploration (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.07, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05). At the same time, there was a significant positive relationship between self-efficacy and perceived parental support and career exploration (\u0026beta;\u0026thinsp;=\u0026thinsp;0.06, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). In this study, Bootstrap method was used to test \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e73\u003c/span\u003e\u003c/sup\u003e to explore the double moderating effects. As shown in Table \u003cspan class=\"InternalRef\"\u003e7\u003c/span\u003e, at 95% confidence interval, the indirect effect of self-efficacy on career exploration was lower when both teacher support and parental support were low (effect value was 0.49). When teacher support was low and parental support was high, or when teacher support was high and parental support was low, the indirect effect of self-efficacy on career exploration was increased (the effect values were 0.59 and 0.57, respectively). When both teacher support and parental support were high, the indirect effect of self-efficacy on career exploration is higher (the effect value is 0.68). In order to further clarify this double moderating effect, the study determined by using Aiken et al \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e76\u003c/span\u003e\u003c/sup\u003e to adjust the level of moderating variables. It can be seen from Fig. \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e that the higher the degree of teacher support and parents, the stronger the positive relationship between self-efficacy and career exploration.\u003c/p\u003e\n\u003cp\u003e(4) Test results of mediation effect with moderating\u003c/p\u003e\n\u003cp\u003eIn order to verify whether perceptual teacher support and parental support moderate the indirect effect of proactive personality on career exploration through self-efficacy. In this study, Bootstrap method was used to test the effect value of indirect effect under high and low level moderate variables\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e74\u003c/span\u003e\u003c/sup\u003e. From Table \u003cspan class=\"InternalRef\"\u003e8\u003c/span\u003e, it shows that the indirect effect of proactive personality on career exploration through self-efficacy is 0.33 with high degree of teacher support and high level of parental support, and its confidence interval is 95% [.29, .37]. With low teacher support and low level parental support, the indirect effect of proactive personality on career exploration through self-efficacy was 0.22, and its confidence interval was 95% [.17, .26]. At the same time, when the level of teacher support and parental support is not consistent, the indirect effects of proactive personality on career exploration through self-efficacy are 0.28 and 0.27, respectively. And its confidence interval is still significant in 95%. Therefore, the higher the degree of perceived teacher support and parental support, the stronger the indirect effect of proactive personality on career exploration through self-efficacy. Hypothesis 5 is supported.\u0026nbsp;\u003c/p\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab3\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eHypothesis testing model\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSelf-efficacy\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eCareer exploration\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel 9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eControl variable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.18***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.08***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.02*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.11***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eGrade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSource of birth\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.08*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.07**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.07**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.07**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePart-time experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndependent variable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eProactive personality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.72***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.66***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.21***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.20***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003emediating variable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSelf-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.62***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.73***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.74***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.72***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.59***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003emoderating variable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePerceived teacher support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.11***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.09***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.07**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePerceived parental support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.09***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eInteraction item\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSelf-efficacy * perceived teacher support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.11***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.07*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.07*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSelf-efficacy* perceived parental support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.11***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.06*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.06*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eR\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7.28***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e186.80***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11.27***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e147.99***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e265.69***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e230.39***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e226.61***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e339.75***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e183.11***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"11\"\u003eNote: ***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01, * p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab4\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eBootstrap Test of mediating role\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eMediating effect\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eEffect value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStandard error\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e95% confidence interval\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLower confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eUpper confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIndirect effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDirect effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\"\u003eNote: Bootstrap Sample size N\u0026thinsp;=\u0026thinsp;5000\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab5\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eBootstrap Test for perceiving the moderating effect of teacher support\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModerating effect\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eEffect value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStandard error\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e95% confidence interval\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLower confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eUpper confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.55\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMedium\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\"\u003eNote: Bootstrap Sample size N\u0026thinsp;=\u0026thinsp;5000\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab6\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eBootstrap test for perceiving the moderating effect of parental support\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModerating effect\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eEffect value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStandard error\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e95% confidence interval\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLower confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eUpper confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.56\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMedium\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\"\u003eNote: Bootstrap Sample size N\u0026thinsp;=\u0026thinsp;5000\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab7\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eBootstrap test for perceived double moderating effect between teacher support and parental support\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModerating variable 1(perceived teacher support)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModerating variable 2(perceived parental support)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eEffect value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStandard error\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e95% confidence interval\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLower confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eUpper confidence limit\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.54\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.66\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\"\u003eNote: Bootstrap Sample size N\u0026thinsp;=\u0026thinsp;5000\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab8\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eBootstrap test with moderated mediating effect\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eIndependent variable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModerating variable 1(perceived teacher support)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModerating variable 2(perceived parental support)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eIndirect effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStandard error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e95% confidence interval\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLower confidence limit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUpper confidence limit\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eSelf-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.26\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.32\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLOW(-1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHIGH(+\u0026thinsp;1SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"7\"\u003eNote: Bootstrap Sample size N\u0026thinsp;=\u0026thinsp;5000\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e"},{"header":"5 Discussion And Conclusion","content":"\u003cp\u003eCareer exploration is important for college students to construct their career and develop their career path \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e77\u003c/span\u003e\u003c/sup\u003e. Based on the theory of social cognitive career and combining with the existing research, this study explores the internal mechanism of proactive personality exploring career through self-efficacy, and discusses the situational factors of teacher support and parental support in this mechanism. This paper attempts to provide methods to improve career exploration behavior from three aspects: college students, universities and families, and to expand the new ideas of career exploration in theory and practice.\u003c/p\u003e\n\u003cp\u003e5.1 Theoretical implications\u003c/p\u003e\n\u003cp\u003eFirst, this study systematically defines the formation process of career exploration. A moderated mediation model is determined from personal personality traits, teacher support in colleges and universities and parental support in the family. Explore and improve the career exploration behavior of college students, expand research theory \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eSecond, the positive relationship between proactive personality and career exploration. It proves the influence of personality traits on career exploration \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e78\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e79\u003c/span\u003e\u003c/sup\u003e, supports and expands the theoretical model of social cognitive career, and provides a new way of thinking that cognitive variables can predict the development of career construction \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e80\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eThird, the mediating role of self-efficacy. It is clear that the self-cognition and evaluation of self-efficacy is affected by stable personality traits (proactive personality), and this self-cognition affects the change of behavior (career exploration). This view has also been confirmed by the theory of social cognitive career. It clarifies the bridge function of proactive personality to professional exploration behavior, and also expands the research scope of self-efficacy \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e79\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e81\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eFourth, consider the individual perception of teacher support and parental support of these two moderating variables. When college students feel that the stronger the support of teachers, or the stronger the support of parents, the more indirect effect of proactive personality on career exploration through self-efficacy. This conclusion also supports the view that environment affects individual behavior in the theory of social cognitive career \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e. At the same time, it also provides some reference suggestions for the future research career exploration, and broadens the vision for the development of colleges and universities and family environment support research \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e82\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e83\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003e5.2 Practical implications\u003c/p\u003e\n\u003cp\u003eFrom the point of view of college students\u0026apos; career construction, college employment guidance and family helping children\u0026apos;s employment, this study provides some practical suggestions for the topic of \u0026quot;how to show more career exploration behavior\u0026quot;.\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eImproving the career exploration behavior of college students and help their career construction\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eProactive personality is helpful to improve the professional exploration behavior of college students. In educational practice, when interfering with college students whose career exploration is not ideal, they can help them to establish healthy and positive self-cognition and evaluation on the basis of understanding the characteristics of their proactive personality development \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e84\u003c/span\u003e\u003c/sup\u003e. So that it can better understand the goal selection, information collection, self-judgment and planning in the process of career exploration \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eIn the university context, focus on the positive situational role of teacher support\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eAs the key factor of college students\u0026apos; employment, colleges and universities should give students more resources and encouragement to promote the successful employment of college students and alleviate the problem of \u0026quot;employment difficulties\u0026quot; in society \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e85\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e86\u003c/span\u003e\u003c/sup\u003e. According to the above research findings, the following suggestions are put forward. (1) Colleges and universities need to set up professional vocational guidance teachers, set up professional employment guidance courses, and increase the intensity of employment guidance for college students \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e87\u003c/span\u003e\u003c/sup\u003e. (2) In the curriculum design to increase the proportion of social practice courses, to guide college students to participate in practical activities conducive to career development \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e88\u003c/span\u003e\u003c/sup\u003e. (3) Appropriate employment opportunities should be provided. For example, carry out school-enterprise cooperation activities and strengthen the holding of campus job fairs \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e89\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"BoldItalic\" name=\"Emphasis\" type=\"BoldItalic\"\u003eIn the family context, focus on the positive situational role of parental support\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eAccording to the theory of social cognition, family factors interfere with the behavior of college students. Especially in Chinese society, career choice is closely related to employment guidance and family \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e90\u003c/span\u003e\u003c/sup\u003e. First of all, parents should cooperate with school education to build a positive, harmonious and open family environment to meet the psychological needs of their children, enhance psychological capital and improve active behavior \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e91\u003c/span\u003e\u003c/sup\u003e. Then, parents should not only give college students financial support, but also give more network support to expand employment channels \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e92\u003c/span\u003e\u003c/sup\u003e. Finally, family education cooperates with school education to promote the construction and career success of college students\u0026apos; career \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e93\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e"},{"header":"6 Limitation And Future Research Directions","content":"\u003cp\u003eAlthough this study has explored the internal mechanism of career exploration, there are still some limitations in this study: the sample data are from self-explanatory questionnaire of undergraduate students, which can be from multi-source approach and include the master and doctoral students in follow-up study. Secondly, the college students in this study are all undergraduate students, for graduate students, doctoral students' career construction or career exploration behavior is universal, it is still worthy of further study. Therefore, it is suggested that students with different academic qualifications should be taken as the object of study in future research to expand the applicability of the study. In addition, more environmental factors can be included in the future to verify the mechanism of occupational exploration behavior, such as peer relationship, social environment and other variables\u003csup\u003e\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e94\u003c/span\u003e,\u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e95\u003c/span\u003e\u003c/sup\u003e. Finally, the research method of this study adopts the way of questionnaire survey, and the research method is relatively single. It is suggested that quasi-experimental methods can be used in the future to invite college students to participate in related experiments and to do further research on career exploration.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eWu, L., Yan, K., \u0026amp; Zhang, Y. (2020). Higher education expansion and inequality in educational opportunities in China. \u003cem\u003eHigher Education\u003c/em\u003e, \u003cem\u003e80\u003c/em\u003e(3), 549-570.\u003c/li\u003e\n\u003cli\u003eSun, V. J., \u0026amp; Yuen, M. (2012). Career guidance and counseling for university students in China. \u003cem\u003eInternational journal for the advancement of counselling\u003c/em\u003e, \u003cem\u003e34\u003c/em\u003e(3), 202-210.\u003c/li\u003e\n\u003cli\u003eAlsubaie, M. M., Stain, H. J., Webster, L. A. D., \u0026amp; Wadman, R. (2019). 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Antecedents of career exploration among Hong Kong Chinese university students: Testing contextual and developmental variables. \u003cem\u003eJournal of Vocational Behavior\u003c/em\u003e, \u003cem\u003e76\u003c/em\u003e(1), 25-36.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Proactive personality, Self-efficacy, Teacher support, Parental support, Career exploration","lastPublishedDoi":"10.21203/rs.3.rs-2533416/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-2533416/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eCareer exploration, as the antecedent variable of college student's career choice and employment, guides for the construction of their career. Based on the theory of social cognitive career, this study explores the formation mechanism of career exploration from three aspects: personality, family and university. Through a multi-stage investigation of 980 college students from 16 colleges and universities on Chinese mainland, it is found that: (1) Proactive personality positively affects career exploration; (2) College students' self-efficacy plays a mediating role between proactive personality and career exploration; (3) Teacher support and parental support strengthen the positive effect between self-efficacy and career exploration; (4) Both teacher support and parental support positively moderate the indirect influence of proactive personality on career exploration through self-efficacy. This study tries to provide practical guidance for college students to engage in career exploration and career construction from a pluralistic perspective.\u003c/p\u003e","manuscriptTitle":"From the three-dimensional perspective of college students' school, family and themselves, explore the mechanism of the influence of proactive personality on career exploration","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2023-03-02 20:16:25","doi":"10.21203/rs.3.rs-2533416/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"88da01ca-3d0e-4ce5-91a2-271c455a9e5a","owner":[],"postedDate":"March 2nd, 2023","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-01-29T08:14:13+00:00","versionOfRecord":[],"versionCreatedAt":"2023-03-02 20:16:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-2533416","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-2533416","identity":"rs-2533416","version":["v1"]},"buildId":"-HB7Z8yhvgn0wM9Nzuekk","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}